This document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines 4 types of IT projects: 1) Resource-based projects where students find their own information; 2) Simple creations where students create their own materials; 3) Guided hypermedia projects where students create multimedia presentations as instructional or communication tools; 4) Web-based projects where students create web pages. The document provides details on each type of project and emphasizes the teacher facilitating student learning through exploration and discovery.

1. Bicol University
College of Agriculture and Forestry
Guinobatan,Albay
LESSON 8 : HIGHER ORDER
THINKING SKILLS THROUGH
IT - BASED PROJECTS
Prepared by:
Rica O.Mirabueno
III-BAT-ATE2

2. KEY ELEMENTS OF CONSTRUCTIVIST
APPROACH
 The teacher creating the learning
environment.
 The teacher giving student the tools and
facilities; and
 The teacher facilitating learning.

3. 4 IT - BASED PROJECTS
I. RESOURCE BASED PROJECTS
II. SIMPLE CREATION
III. GUIDED HYPERMEDIA PROJECTS
IV. WEB-BASED PROJECTS

4. I. RESOURCE - BASED
PROJECTS
The teacher steps out of
the traditional role of being a
content expert and
information provider, but
instead let the students find
their own facts and
information.

5. Traditional Learning Model Resource-Based Learning Model
Teacher is expert and provides
information.
Teacher is a guide and
facilitator.
Textbook is the key source of
information.
Sources are varied (print, video,
internet, etc.)
Focus on facts or information is
packaged in neat parcels.
Focus on learning inquiry
quest, or discovery.
The product is be-it-all and end- it –
all of learning.
Emphasis is on process.
Assessment is quantitative. Assessment is quantitative
and qualitative.
Traditional and Resource - Based
Learning Model

6. II. SIMPLE CREATION
Student can also be
assigned to create their
software materials to
supplement the need for
relevant and effective
materials.

7. Creating is more
consonant with
planning , making,
assembling,
designing or
building.

8. The General Flow of Events in
Resource Based Projects are:
1.The teacher determines
the topic for the examination
of class.
2. The teacher presents the
problem to the class.
3. The students find
information on the problem or
questions.
4. Students organize their
information in response to the
problems or questions.

9. Creativity is said to combine 3
kinds of skills/abilities
ANALYZING
-Distinguishing
similarities and
differences seeing
the project as a
problem to be solved.

10. SYNTHESIZING- Making
spontaneous connection
among ideas, does generating
interesting or new ideas.
PROMOTING- Selling of new
ideas to allow the public to test
the ideas of themselves.

11. 3. JUDGE THE IDEAS
-the students
themselves make an
appraisal for or against
any idea.
4. ACT- the students do
their work with the teacher
as a facilitator.

12. 1. DEFINE THE TASK
-clarify the goal of the
completed project to the
student.
2.BRAINSTORM-the students
themselves will be allowed to
generate their own ideas on
the project. Rather than shoot
down ideas, the teacher
encourage ideas exchange.
5 Key Task to Develop Creativity

13. 5.ADOPT FLEXIBILITY-
the students should be
allowed to shift gears a
nd not follow an action
path rigidly.

14. III.GUIDED HYPERMEDIA
PROJECTS

15. The production of self-made multimedia
projects can be approached into
two different ways:
A. INSTRUCTIVE TOOL
B. COMMUNICATION TOOL

16. As an INSTRUCTIVE TOOL, such as in the
production by student of a power point
presentation of a selected topic.

17. As a COMMUNICATION TOOL, such as when student do a
multimedia presentation (with text,graph, photos, audio,
narration, interviews, video clips, etc.) to simulate a television
news show.

18. IV. WEB-BASED PROJECTS
Student can be made to create and post web pages on
a given topic. But creating web pages even single page
web pages may be too sophisticated and time
consuming for the average student.

19. References:
 Paz I. Lucido,Ph.D educational
technology 2 Lorimar Publishing Inc.
copyright 2012